69 quiz with only few items of question. The researcher then distributed the quiz
sheet, which consisted four parts to work on. Part A of the worksheet consisted of eight vocabulary items, in which the
students were to match the vocabulary by drawing arrows to the meanings provided. In part B, the students were to choose the correct answers about the
main idea, supporting details of the song played, and to predict the possible utterances that may occur by crossing the letter in the option provided. In part C,
the students were to draw inferences by answering the question about their future plan and the reason. The last part of the quiz was part D, in which the students
were to fill in the blanks in the space provided. The song used was „Que Sera-
Sera‟ by Doris Day. This listening quiz was aimed at checking students‟ skill in comprehending new listening material.
After accomplishing the listening quiz, the researcher invited the students to make a reflection by writing a journal as what they did in the first cycle, and
then they also were asked to respond to questionnaire given, by putting a tick to the statements in accordance with their own condition.
At the end of the implementation, the researcher thanked all the students in class for their willingness to be involved in the research and for providing
conducive atmosphere during the implementation. The researcher then did a leave taking to end up the research in class.
c. Reflection of the Second Cycle
After the implementation of the second cycle ended, the researcher also reflected on what went well during the second cycle and what need to be
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70 improved. The reflection was based on the result of observation checklist, field
notes, students‟ journal, worksheets and discussion with the teacher, as the researcher did in the first cycle.
The second cycle was considered as a succeeded and more improved cycle throughout all the activities. Even though there were some incidental problems
such as room changing and a sudden listening quiz, the researcher was able to handle the situation well. Using songs for the second cycle was also a right
decision, due to the improvement shown by the students, seeing from the result of the second worksheet and listening quiz.
More activities done were observed in the second cycle and more students were actively involved in class activities. The students were actively involved in
class activities by answering teacher‟s questions voluntarily. Although the answers were not correct, they had tried to be actively involved, rather than doing
nothing or busy with themselves. From students‟ journal, the researcher concluded that the second cycle was
more interesting and helpful for the students, compared to the first cycle. The students also assumed that they were able to understand the topic more easily in
the second cycle. Using songs for the second cycle brought them to more relaxed condition, so that they were more motivated to learn the topic. However, there
were still some problems for the students in practicing listening comprehension using authentic materials, such as distinguishing the main idea and supporting
details, and making prediction.
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71 The researcher realized that the problems might occur due to the lack of
language knowledge. As Guo 2005 found in the previous study, language knowledge was the foundation of learning English. Students should have
sufficient prior knowledge of pronunciation, grammar, and vocabulary. If the language knowledge was not sufficiently attained, it would negatively affect the
students‟ English listening comprehension. Nevertheless, pronunciation and intonation were the most basic outward shell of language that must be developed.
Consequently, students‟ listening comprehension would also be affected if their knowledge of pronunciation was not sufficient. Despite the problems occurred,
the result of the second worksheet and listening quiz showed significant progress. The class average score for the second worksheet was 31.90 out of the total score
40. The class average score for the listening quiz at the end of the class was 26.29 out the total score 30.
The researcher also reflected the second cycle by discussing the implementation with the teacher. According to the teacher, using authentic
materials was a good alternative to be applied in class, in order to reduce boredom and give different learning. Moreover, the students could be more relaxed, and be
motivated to be involved in class activities, if the song chosen was appropriate. The reflections then were sum up into three major points; they were:
1 The students showed significant progress through the use of songs for
listening comprehension practice, viewed from the progress of the results in two different worksheets from the first and the second cycle.
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72 2
The researcher needed to consider the appropriateness of the song for the students, so that the input would be more comprehensible.
3 It was better for the researcher to modify the materials which more
appropriate for the students, particularly dealing with vocabulary exercises, to help them in understanding the speaker‟ utterances.
Table 4.3 The Summary of Learning Activities in the Second Cycle
No. Stages
Main Activities
1. Planning
- The researcher planned a set of
learning activities in a lesson plan for the second cycle.
- The researcher planned the action to
be carried
out in
the implementation.
2. Acting and Observing
- The researcher reviewed the last
meeting materials to remind the students.
- The
students had
listening comprehension practice phase by
phase along
with worksheet
completion. -
The researcher observed what was going
on during
the implementation.
- The researcher conducted a
listening quiz on new material. 3.
Reflecting -
The researcher reflected every event happened in the class during the
implementation, by examining data from observation checklist, field
notes, discussion with the teacher,
and students‟ journal.
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73
B. Authentic Materials Improved Listening Comprehension Skills of
Grade XII Kimia Industri Students in SMKN 2 Depok Sleman
The process of the research was described in the previous sub-chapter. However, to answer the research question, it was not sufficient to see only the
process of the research. The researcher thus also examined students‟ opinions,
which were taken from the result of the questionnaire. The questionnaire was distributed to 31 respondents; 27 female students
and 4 male students, all was grade XII students of Kimia Industri in SMKN 2 Depok Sleman. T
he questionnaire was aimed at knowing students‟ opinion towards their listening comprehension skills improvement after using authentic
materials in teaching learning process. The statements in the questionnaire were based on aspects of listening comprehension skill proposed by Goh 2002. Those
aspects are 1 listening for details, 2 listening for gist, 3 listening for specific, 4 drawing inferences, and 5 making prediction. Furthermore, to ensure
students‟ opinion in each statement, the researcher also conducted interviews with nine respondents who were chosen randomly, as the representative of the whole
respondents.
1. Listening for Details
There were two statements about the skill improvement in listening for details. The first statement asked whether the students were able to recognize
keywords in the materials. Twenty eight respondents 90.32 agreed that they were able to recognize keywords in the material. Furthermore, the respondents
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